Cognition In The Wild
01 Jan 2016-
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Citations
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TL;DR: In the new paradigms, in domains and values theme, are papers on ‘The field becomes the laboratory?’ (Sharples and Houghton), ‘Imposing limits on autonomous systems” (Hancock, this issue) and ‘Nature’(Richardson et al).
Abstract: A paradigm is a world view underlying the theories and methodology of a particular scientific discipline; in our case, ergonomics. The ability to engage in new thinking and new paradigms is a criti...
10 citations
01 Jan 2016
TL;DR: In this article, the authors explore how older people make use of, and interact with, their physical environment in home and near-by settings to manage cognitive situations, specifically prospective memory sit...
Abstract: In this thesis I explore how older people make use of, and interact with, their physical environment in home and near-by settings to manage cognitive situations, specifically prospective memory sit ...
10 citations
Cites background or methods from "Cognition In The Wild"
...Hutchins (1995a) states that a consequence of embracing a distributed perspective is that what we know about individual cognition must be forgotten and described anew through what he calls cognitive ethnographies....
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...But to have a complete description of a large socio-cultural system, the analysis should always at some point venture to the individual level (see Hutchins, 1995a, p.50), which is something Hutchins does in his analysis of the accomplishment of the navigation activity on a larger vessel at sea....
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...Most of the information flow principles mentioned below originate from Hutchins' (1995a) seminal book Cognition in the Wild, where he presents an extended analysis of a cognitive ethnography conducted onboard a U.S. Navy ship....
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...Distributed cognition 51 Cognitive ethnography is described by Hutchins (1995a) as the most important methodological tool for understanding cognition in real-life situations, and is also the method I have used in my fieldwork....
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...Also, when Hutchins (1995a) defines cognition as a cultural process, ethnography become a natural methodological tool to capture cognition....
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04 Dec 2020
TL;DR: This article examines the major institutional considerations that influenced the development of two comprehensive quantum mechanics curricula and finds that each curriculum prioritizes different theoretical commitments about how best to promote student understanding of quantum mechanics.
Abstract: The theoretical commitments and practical constraints of two research-based curricula in quantum mechanics, comparing how different design considerations affect the curricula and their implementation.
10 citations
01 Jan 2015
10 citations
Cites background or methods from "Cognition In The Wild"
...As a process, culture accumulates the prior accomplishment of a social group and propagates them into the present (Hutchins, 1995a)....
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...To resolve this tension, I will draw on cultural theories of learning, often called sociocultural (Wertsch, 1994, 1998) or cultural-historical (Cole, 1996) psychology, or situated (Lave, 2008) or distributed cognition (Hutchins, 1995a; Pea, 1993)4....
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...…Cobb and Bowers (1998, p. 111) explain how mediating artifacts are central to RME: From [our] viewpoint, the use of tools is viewed as integral to mathematical activity rather than an external aid to internal cognitive processes located in the head (cf. Hutchins, 1995; Meira, 1998; Pea, 1993)....
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...As a process, culture accumulates the prior accomplishment of a social group and propagates them into the present (Hutchins, 1995a)....
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...Cultural processes are those that “accumulate partial solutions to frequently encountered problems” (Hutchins, 1995a, pp. 354– 355)....
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TL;DR: In this paper, the authors argue that the methodological debate about neuroeconomics rarely refers to original methodological positions in the neurosciences, and confront one of the most influential ones, the constitutive explanations or mechanism approach, with methodological claims that directly relate the economic model of choice with neuronal embodiments.
Abstract: So far, the methodological debate about neuroeconomics rarely refers to original methodological positions in the neurosciences. I confront one of the most influential ones, the constitutive explanations or mechanism approach, with methodological claims that directly relate the economic model of choice with neuronal embodiments, represented by Glimcher’s influential work. Constitutive explanations are composite and non-reductionist, therefore allow for recognizing complex causal interactions between basal neuronal phenomena and cognitive structures, also involving external symbolic media. I demonstrate the power of this methodology in discussing the example of money, which Glimcher posits as one of the most important research tasks in further developing neuroeconomics. Whereas Glimcher justifies neuroscientific reductionism by presenting an evolutionary rationale for deploying formal economic models on particular modules enabling choice, the case of money reveals the need for mechanistic explanations that ...
10 citations
Cites background from "Cognition In The Wild"
...Ross argues that human choice essentially builds on externalized cognitive resources, following the recent literature on distributed cognition and the extended mind (Clark, 2011; Clark & Chalmers, 1998; Hutchins, 1995)....
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References
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TL;DR: The authors argue that the affordances an environment offers to an animal are dependent on the skills the animal possesses and that the landscape of affordances we inhabit as humans is very rich and resourceful.
Abstract: How broad is the class of affordances we can perceive? Affordances (Gibson, 1979/1986) are possibilities for action provided to an animal by the environment—by the substances, surfaces, objects, and other living creatures that surround it. A widespread assumption has been that affordances primarily relate to motor action—to locomotion and manual behaviors such as reaching and grasping. We propose an account of affordances according to which the concept of affordances has a much broader application than has hitherto been supposed. We argue that the affordances an environment offers to an animal are dependent on the skills the animal possesses. By virtue of our many abilities, the landscape of affordances we inhabit as humans is very rich and resourceful.
628 citations
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TL;DR: Situative analyses include hypotheses about principles of coordination that support communication and reasoning in activity systems, including construction of meaning and understanding as discussed by the authors, which is a program of research in the learning sciences that I call "situative".
Abstract: This chapter discusses a program of research in the learning sciences that I call “situative.” The defining characteristic of a situative approach is that instead of focusing on individual learners, the main focus of analysis is on activity systems : complex social organizations containing learners, teachers, curriculum materials, software tools, and the physical environment. Over the decades, many psychologists have advocated a study of these larger systems (Dewey, 1896, 1929/1958; Lewin, 1935, 1946/1997; Mead, 1934; Vygotsky, 1987), although they remained outside the mainstream of psychology, which instead focused on individuals. Situative analyses include hypotheses about principles of coordination that support communication and reasoning in activity systems, including construction of meaning and understanding. Other terms for the perspective I refer to as situative include sociocultural psychology (Cole, 1996; Rogoff, 1995), activity theory (Engestrom, 1993; 1999), distributed cognition (Hutchins, 1995a), and ecological psychology (Gibson, 1979; Reed, 1996). I use the term “situative” because I was introduced to the perspective by scholars who referred to their perspective as situated action (Suchman, 1985), situated cognition (Lave, 1988), or situated learning (Lave & Wenger, 1991). I prefer the term “situative,” a modifier of “perspective,” “analysis,” or “theory,” to “situated,” used to modify “action,” “cognition,” or “learning,” because the latter adjective invites a misconception: that some instances of action, cognition, or learning are situated and others are not. During the 1980s and 1990s these scholars and others provided analyses in which concepts of cognition and learning are relocated at the level of activity systems.
545 citations
TL;DR: This work argues that advances in digital technologies increase innovation network connectivity by reducing communication costs and increasing its reach and scope and increase the speed and scope of digital convergence, which increases network knowledge heterogeneity and need for integration.
Abstract: The increased digitization of organizational processes and products poses new challenges for understanding product innovation. It also opens new horizons for information systems research. We analyse how ongoing pervasive digitization of product innovation reshapes knowledge creation and sharing in innovation networks. We argue that advances in digital technologies 1 increase innovation network connectivity by reducing communication costs and increasing its reach and scope and 2 increase the speed and scope of digital convergence, which increases network knowledge heterogeneity and need for integration. These developments, in turn, stretch existing innovation networks by redistributing control and increasing the demand for knowledge coordination across time and space presenting novel challenges for knowledge creation, assimilation and integration. Based on this foundation, we distinguish four types of emerging innovation networks supported by digitalization: 1 project innovation networks; 2 clan innovation networks; 3 federated innovation networks; and 4 anarchic innovation networks. Each network involves different cognitive and social translations - or ways of identifying, sharing and assimilating knowledge. We describe the role of five novel properties of digital infrastructures in supporting each type of innovation network: representational flexibility, semantic coherence, temporal and spatial traceability, knowledge brokering and linguistic calibration. We identify several implications for future innovation research. In particular, we focus on the emergence of anarchic network forms that follow full-fledged digital convergence founded on richer innovation ontologies and epistemologies calling to critically re-examine the nature and impact of modularization for innovation.
418 citations
TL;DR: A blind IQA model is proposed, which learns qualitative evaluations directly and outputs numerical scores for general utilization and fair comparison and is not only much more natural than the regression-based models, but also robust to the small sample size problem.
Abstract: This paper investigates how to blindly evaluate the visual quality of an image by learning rules from linguistic descriptions. Extensive psychological evidence shows that humans prefer to conduct evaluations qualitatively rather than numerically. The qualitative evaluations are then converted into the numerical scores to fairly benchmark objective image quality assessment (IQA) metrics. Recently, lots of learning-based IQA models are proposed by analyzing the mapping from the images to numerical ratings. However, the learnt mapping can hardly be accurate enough because some information has been lost in such an irreversible conversion from the linguistic descriptions to numerical scores. In this paper, we propose a blind IQA model, which learns qualitative evaluations directly and outputs numerical scores for general utilization and fair comparison. Images are represented by natural scene statistics features. A discriminative deep model is trained to classify the features into five grades, corresponding to five explicit mental concepts, i.e., excellent, good, fair, poor, and bad. A newly designed quality pooling is then applied to convert the qualitative labels into scores. The classification framework is not only much more natural than the regression-based models, but also robust to the small sample size problem. Thorough experiments are conducted on popular databases to verify the model’s effectiveness, efficiency, and robustness.
360 citations
TL;DR: The current state of the descriptive information-processing model, and its relation to the major topics in empirical aesthetics today, including the nature of aesthetic emotions, the role of context, and the neural and evolutionary foundations of art and aesthetics are reviewed.
Abstract: About a decade ago, psychology of the arts started to gain momentum owing to a number of drives: technological progress improved the conditions under which art could be studied in the laboratory, neuroscience discovered the arts as an area of interest, and new theories offered a more comprehensive look at aesthetic experiences. Ten years ago, Leder, Belke, Oeberst, and Augustin (2004) proposed a descriptive information-processing model of the components that integrate an aesthetic episode. This theory offered explanations for modern art's large number of individualized styles, innovativeness, and for the diverse aesthetic experiences it can stimulate. In addition, it described how information is processed over the time course of an aesthetic episode, within and over perceptual, cognitive and emotional components. Here, we review the current state of the model, and its relation to the major topics in empirical aesthetics today, including the nature of aesthetic emotions, the role of context, and the neural and evolutionary foundations of art and aesthetics.
329 citations